Clemson University Building Capacity Through Design

Clemson University College of Education was awarded a $2.1 million grant by The U.S. Department of Education to research the best approaches for teachers working with English learners.

The main purpose of the grant English Learner Instruction: Building Capacity Through Design, (CU Build ESOL) is to increase instructional capacity in two, high-need school districts, engage caregivers in supporting multilingual learners (MLs), and in turn improve MLs’ achievement and self-efficacy.

By the end of the grant period, 50 teachers will participate in professional development through Clemson’s Master’s in Literacy program, focusing on English for Speakers of Other Languages (ESOL) and becoming certified in both literacy and ESOL.

The grant will cover all tuition, application fees and test fees associated with the degree program.

Four main goals:

• Two cohorts of 25 teachers participate in professional development to improve instruction for multilingual students through the master’s in literacy with a focus on ESOL at Clemson University.
• The professional development activities incorporate evidence-based instructional practices, according to What Works Clearinghouse (WWC) for MLs standards with moderate evidence.
• Teachers earn certifications to incorporate ESOL and literacy instruction based on assessment of student data.
• Two cohorts of 25 caregivers in the community receive evidence-based strategies for promoting literacy.

School Districts
Researchers will spend five years (2021-2025) working with two school districts in South Carolina to discover effective approaches that K-12 educators studying literacy and ESOL can use to improve their teaching practices, student outcomes, and parent/caregiver involvement in student learning.

Community Advisory Council
The Community Advisory Council provides specialized expertise and avenues to work with and recruit caregivers, and is comprised of community leaders that help our team identify and recruit two cohorts of caregivers.

Advisory Council Members

Ivan Segura works as the Director of Multicultural Affairs at the SC Commission for Minority Affairs. He has over twenty years of experience in community activism, arts advocacy and grassroots leadership development for Latinos in SC. His volunteer advocacy work includes serving as the Executive Director of Palmetto Luna Arts, an organization dedicated to making a positive impact in society by fostering Latino arts and culture. He also serves on the ACLU National Board of Directors. In 2021, Mr. Segura received the Othli Award, the highest honor bestowed by the Mexican Government upon an individual. The award is administered by the Secretariat of Foreign Affairs and recognizes individuals who have aided, empowered or positively affected the lives of Mexican nationals in the United States and other countries. Mr. Segura’s advocacy, arts and leadership activities place emphasis on the development of Latino youth and children as the future leaders of our community and nation.

Mike Young is a Community Health Worker, Cultural Anthropologist, the Director of Equity, Diversity, and Inclusion for The Center for Community Health Alignment overseeing the Equity through Meaningful Community Engagement (EMCE) initiative, a screaming word artist, published poet, proud PhD dropout, storyteller, and self-described “recovering academic.” Mike enjoys infusing advocacy in creative ways and understands the power that storytelling has for humanizing others, generating empathy, and ultimately changing people and structures. Mike is a Diversity Leaders Initiative at the Riley Institute Fellow, a Board of Directors Member for South Carolina Community Economic Development (SCACED), the DEI Chair for the Board of Directors of the Blue Ridge Institute for nonprofit leaders, member of several equity and inclusion coalitions, and regularly gets invited by state, regional, national, and local governmental and nongovernmental entities to speak about diversity, equity, inclusion, implicit bias, anti-racism, and other social issues.

Jennifer Rainville is the Education Policy Attorney at South Carolina Appleseed where she fights to end systemic barriers in education for all children in South Carolina. She works on Education Law issues such as school enrollment, school discipline, and special education matters. Prior to working at South Carolina Appleseed, Jennifer was the Lead Education Discipline Law Attorney and Probate and Heirs’ Property Unit Head at South Carolina Legal Services. She has kept hundreds of children in school with appropriate services to help them be successful in their education. Jennifer has spent her entire legal career fighting for low-income South Carolinians.

Saraí Melendez is a community servant and visionary citizen. Born to immigrant parents from Mexico, she learned at a very young age the importance of advocacy and hard work. Sarai is a working-class mother and a first-generation college graduate. She is honored to be making history as the first elected Latina member of the Walhalla City Council, currently serving her first term. She graduated from Anderson University with her Bachelor's in Human Services with concentration in Behavioral Health. Through her varied interests and versatile approach, Sarai draws people together as a means of creating possibilities that make real impact. She is currently working with a non-profit organization called, Hispanic Alliance as their new Director of Advocacy and Public Policy.

Vanessa Mota is the President and Founder of Mota Crosslinking Business Academy, a bilingual-multicultural institution with a global reach. Her professional achievements include South Carolina Commission for Minority Affairs board member/advisor and Francis Marion University board member. In 2019, she was also presented at the OBO Minority Business Week on crosslinking markets and highlighted as Business of the Year by the City of Columbia. In 2022, Vanessa was presented with the FBI’s Director’s Leadership Award. The International Chamber of Entrepreneurs, located in Lima, Peru, recognized Vanessa with the esteemed 2022 International Business of the Year Award. Vanessa Mota is a graduate of Francis Marion University with a bachelor's degree in International Relations & Business Affairs. She is also a Multicultural Expert and Creator and Founder of South Carolina Latino/Hispanic Business Day and Proclamation where Hispanic business owners and entrepreneurs are recognized and awarded for their successful achievements in business.

Teachers participate in online professional development activities through the online Ed. in Literacy program at Clemson, focusing on ESOL and becoming certified in both literacy and ESOL. The grant covers tuition for the M.Ed. and Praxis exam.

Endorsements

English as a Second Language (ESOL) Certificate
The ESOL Certificate courses are designed to help teachers meet the needs of students for whom English is not their dominant language. The goal is to prepare teachers to support student success in school and in society through the development of cultural awareness and English language proficiency in listening, speaking, reading, and writing. Those completing the certificate may submit their transcripts to the SC Department of Education.

The Literacy Teacher Certificate
The Literacy Teacher Certificate allows K-12 teachers to complete required coursework for the Literacy Teacher endorsement. In completing the four required courses, graduates establish a strong basis in the basic foundations of literacy and are prepared to support the reading development of their K-12 classroom students. Those completing the certificate may submit their transcripts to the SC Department of Education.

Courses

EDLT 8100 Foundations of Reading and Writing The theoretical and evidence-based foundations of reading and writing processes and instruction are examined, as well as the historical progression of reading instruction, and the role of professional learning, leadership and judgement.

EDLT 8120 Assessment in Reading and Writing Examines a variety of literacy assessment tools and use of assessment results for planning and evaluating effective reading and writing instruction. Students select, administer, score, interpret and report literacy assessment results to a variety of audiences.

EDLT 8130 Instructional Strategies K-12 teachers survey a range of instructional strategies for reading and writing and their theoretical and research underpinnings. All aspects of the reading and writing processes, assessment and instruction for diverse populations are addressed.

EDLT 8140 Reading and Writing Instruction and Assessment for Culturally & Linguistically Diverse Students Examines cross-cultural theoretical dimensions, principles and research related to second language acquisition and provides a knowledge base for teaching the reading and writing processes to MLs. Instructional models, strategies and tools supporting ELLs and their learning needs are presented.

EDLT 8170 Content Area Reading and Writing In-service teachers learn approaches for assessing, planning, implementing and supporting the reading and writing development of children in pre-kindergarten through fifth grade content area subjects, with attention to culturally diverse populations.

EDLT 8180 Organization, Administration, and Supervision in Literacy Focuses on planning, organizing, implementing, supervising and administering school-wide, comprehensive literacy programs. Emphasis is given to development of school-wide literacy program evaluation, accountability, improvement and support.

EDLT 8220 Principles and Strategies for Teaching English Speakers of Other Languages Helps participants develop culturally and linguistically responsive classrooms with instructional strategies for teaching the language acquisition process within the context of academics supportive of MLs and their learning needs.

EDLT 8230 Introduction to Linguistics Introduction to linguistics, including the subfields of syntax, morphology, phonology, semantics, pragmatics and sociolinguistics. Also includes the study of writing systems and applications to literacy, language acquisition, and language contact and change

EDLT 8240 Practicum in the Instruction of ESOL Elementary & Secondary Learners Supervised observation and teaching experiences in teaching ESOL in cooperation with selected elementary and/or secondary schools.

EDLT 8250 Cultural Diversity in the Classroom Examination of components of culture, including but not limited to race, ethnicity, linguistic identity, and gender, their impact on a student’s identity, and how this identity is tied to a student’s learning and academic achievement.

In addition to completing the required coursework, teachers must also pass the PRAXIS exam and apply to the S.C. Department of Education to be certified. Please refer to the South Carolina Teacher Certification Manual for the most current certification requirements.

Cohort #1

Cohort #2

• Cohort #1 - Starts Spring 2024
• Cohort #2 - Starts Spring 2025

• Funding does not include the cost of textbooks.

• The grant offers caregivers a stipend and a device to help complete online coursework.

Dr. Rebecca Kaminski - Principal Investigator/Grant Director and Coordinator of the MEd Literacy Program 

Rebecca Kaminski is a faculty member in literacy at Clemson University and teaches undergrad and graduate courses relating to writing and literacy. Rebecca coordinates the Literacy MEd and the ESOL certification programs. Dr. Kaminski is the founding director of the Upstate Writing Project (UWP), an affiliate of the National Writing Project (NWP). In 2013-2021, she received two College, Career, and Community Writers Program (C3WP) grants to improve the teaching of academic writing and college readiness in 10 of South Carolina’s highest need rural school districts. Rebecca has published in major journals including the Research in the Teaching of English, Professional Development in Education, The Journal of Literacy and Technology, English Journal, and Journal of Research in Rural Education.

Dr. Emily Howell - Co-Principal Investigator/Grant Research Director 

Emily Howell is a faculty member in literacy at Clemson University. Emily has taught English and writing at the secondary and collegiate level and currently teaches pre-service teachers and graduate students in education.  Her research interests include multiliteracies, adolescent literacy, writing instruction, multilingual learners, and digital tools.  Emily approaches research through partnerships with teachers using methodologies such as design-based research.  Her research has been published in journals such as Reading Research Quarterly, Journal of Literacy Research, The Reading Teacher, and Professional Development in Education.

Dr. Mihaela Gazioglu - Caregiver Liaison 

Mihaela Gazioglu is an education associate at Clemson University. Mihaela has been teaching graduate and undergraduate courses focusing on linguistic and cultural assets that multilingual students bring to the classroom. Her current research interests include English as a second language, trilingual language acquisition and maintenance, language ideologies concerning multilingualism, and bilingual education. She has published in Teaching and Teacher Education Journal, Tennessee Literacy Journal, and Literacy Matters. 

Tory Pennington - Graduate Research Assistant (GRA)

Tory Pennington is a Ph.D. student in the Language, Literacy and Culture program at Clemson University. As a GRA, she works to develop supplemental materials for teachers, provide insight as a former classroom/ ESOL teacher and advocate for Linguistically and Culturally Diverse students. Her research interests include writing development and instruction for culturally and linguistically diverse early learners.

Nicole Ferguson - Graduate Research Assistant (GRA)

Nicole Ferguson is a Ph.D. student in the Language, Literacy, and Culture program at Clemson University. Her role as a GRA includes communicating with M.Ed. cohort members, contributing to data analysis, developing surveys, and supporting grant team members with administrative and research assistance. Nicole’s research interests include multilingual learners, newcomers, and Students with Limited or Interrupted Formal Education (SLIFE).

Dr. Rebecca Kaminski           
Principal Investigator/Grant Director and Coordinator of the MEd Literacy Program
Senior Lecturer
Department of Education and Human Development
College of Education
Clemson University
krebecc@clemson.edu
Twitter: @krebecca

Dr. Emily Howell
Co-Principal Investigator/Grant Research Director, Assistant Professor
Department of Education and Human Development
College of Education
Clemson University
esmothe@clemson.edu
Twitter: @EmilySHowell